subject information - craigslea state high school · will discuss senior subjects and possible...

V17-0

Department of Education and Training Trading as Education Queensland International CRICOS Provider Number: 00608A

Subject Information

for the

Senior Phase of Learning

2018

2018 Senior Phase of Learning Subject Information

Department of Education and Training Trading as Education Queensland International CRICOS Provider Number: 00608A

Table of Contents Page

Philosophy and Objectives – Statement of Purpose ........................................................................... i Principal’s Welcome ............................................................................................................................. 1 Year 11 / 12 Courses .......................................................................................................................... 2 Queensland Certificate of Education .................................................................................................. 3 Queensland Core Skills (QCS) Test ................................................................................................... 4 Overall Position (OP) .......................................................................................................................... 4 Tertiary Entrance Statement ............................................................................................................... 6 Vocational Education and Training (VET) ........................................................................................... 7 Unique Student Identifier (USI) ........................................................................................................... 8 School-Based Apprenticeships and Traineeships .............................................................................. 8 Queensland Certificate of Individual Achievement (QCIA) ................................................................. 9 Pre-Requisites for Senior Subjects ...................................................................................................... 10 Senior Subject Additional Requirements ............................................................................................. 11 Attendance ........................................................................................................................................... 11 Business and Digital Technology Education ........................................................................................ 12 Accounting ....................................................................................................................................................................... 13 Economics ....................................................................................................................................................................... 14 Legal Studies ................................................................................................................................................................... 15 Business Communication and Technologies .................................................................................................................... 16 Business Studies ............................................................................................................................................................. 17 Information and Communication Technologies ................................................................................................................. 18 Information Processing and Technology .......................................................................................................................... 19

English ................................................................................................................................................. 20 English ............................................................................................................................................................................. 21 English Communication ................................................................................................................................................... 22

Health and Design Technology ........................................................................................................... 23 Home Economics ............................................................................................................................................................. 24 Early Childhood ............................................................................................................................................................... 25 Hospitality Practices ......................................................................................................................................................... 26

Health and Physical Education ............................................................................................................ 27 Physical Education .......................................................................................................................................................... 28 Recreation ....................................................................................................................................................................... 29 Certificate III – Fitness ..................................................................................................................................................... 30

Industrial Technology and Design ....................................................................................................... 31 Graphics .......................................................................................................................................................................... 32 Industrial Technology Skills .............................................................................................................................................. 33

Languages ........................................................................................................................................... 34 Japanese ......................................................................................................................................................................... 35

Mathematics ......................................................................................................................................... 36 Mathematics A ................................................................................................................................................................. 37 Mathematics B ................................................................................................................................................................. 38 Mathematics C ................................................................................................................................................................. 39 Prevocational Mathematics .............................................................................................................................................. 40

Science ................................................................................................................................................ 41 Biological Science ............................................................................................................................................................ 42 Chemistry ........................................................................................................................................................................ 43 Physics ............................................................................................................................................................................ 44 Science in Practice .......................................................................................................................................................... 45

Social Sciences .................................................................................................................................... 46 Ancient History ................................................................................................................................................................. 47 Modern History ................................................................................................................................................................ 48 Study of Society ................................................................................................................................................................ 49 Social and Community Studies ........................................................................................................................................ 50 Tourism Studies ............................................................................................................................................................... 51

The Arts ................................................................................................................................................ 52 Dance .............................................................................................................................................................................. 53 Drama .............................................................................................................................................................................. 54 Film, Television and New Media ...................................................................................................................................... 55 Visual Arts ....................................................................................................................................................................... 56 Visual Arts in Practice ...................................................................................................................................................... 57 Music ............................................................................................................................................................................... 58 Music Extension (Year 12 Only) ....................................................................................................................................... 59

Work Education .................................................................................................................................... 60 Certificate II - Skills for Work and Vocational Pathways .................................................................................................... 61

Senior School Core Skills Development Program ............................................................................... 62 Essential Skills Development Program ................................................................................................ 62 Special Education Program ................................................................................................................. 63


Department of Education and Training i Trading as Education Queensland International CRICOS Provider Number: 00608A

Philosophy and Objectives

Statement of Purpose

The purpose of Craigslea State High School is to create a safe, tolerant and disciplined environment within which young people prepare to be active and reflective Australian citizens with a disposition to lifelong learning. We will contribute to student development so that our students are able to participate in and shape community, economic and political life in Queensland and the nation and engage confidently with other cultures at home and abroad.

Our Vision Our Vision is for all our students to be active citizens in a global society We Value

Learning

Respect

Safety

People and Partnerships

We Believe in

Striving for excellence in learning and teaching

Fostering compassion and tolerance

Individuality and diversity

A safe and disciplined environment

The relationship between students, teachers, parents and the wider community

Responding to the challenges of change Our Graduates will be

Confident, self challenging and reflecting in their learning

Skilled and enthusiastic to pursue their dreams

Active contributors to society

Able to engage confidently in a technologically advanced society

Honest, trustworthy and act with integrity

Able to relate well with others, and

Respectful of the rights of diverse communities


Department of Education and Training 1 Trading as Education Queensland International CRICOS Provider Number: 00608A

Dear Parents and Students

The central advice we offer students when planning their “Senior Phase of Learning” is to choose study options which will best suit their interest, skills and potential future pathways. At this stage, students should have some definite ideas about the subjects in which their strengths lie and the type of career which might interest them. They should keep these in mind as they choose their course. The school will assist as much as possible in helping students make informed course selections. With this in mind, we use the following procedures: Each student will receive a copy of this booklet. They will meet with Heads of Department who will discuss senior subjects and possible pathways. Parent forums will then be arranged to meet staff and answer critical questions. Parents who require further advice or assistance should contact the Guidance Officer (Phone 3326 5222 or ask your son/daughter to arrange an appointment). Students who choose a course that will lead to a Tertiary Entrance Rank (TER) are advised to discuss this with the Head of Senior Schooling. Please note that we are allowing students to choose from a wide range of subjects but must reserve the right to withdraw a subject from our offerings if numbers choosing the subject are insufficient. The Deputy Principal responsible for the Senior School will provide final confirmation of a course of study. We trust that through the above procedures we will be able to offer you the best possible advice to assist you to make decisions concerning senior school studies. Yours sincerely

Mark Farwell Principal



Year 11 / 12 Courses

Students are required to choose SIX subjects, one of which must be either English or English Communication. All students must select at least one “Mathematics” subject.

Authority:

English Accounting

Mathematics A Business Communication and Technologies

Mathematics B Legal Studies

Mathematics C Information Processing & Technology

Biological Science Graphics

Chemistry Home Economics

Physics Visual Art

Ancient History Music

Modern History Drama

Study of Society Dance

Physical Education Film Television & New Media

Japanese Music Extension (Year 12 only)

Economics

Authority Registered:

English Communication Business Studies

Pre-Vocational Mathematics Early Childhood Studies

Science in Practice Visual Arts in Practice

Tourism Studies Industrial Technology Skills

Social & Community Studies Recreation

Information Communication & Technology Hospitality Practices

Vocational Education:

Certificate III in Fitness – Fit Education RTO 32155

Certificate II in Skills for Work & Vocational Pathway – FSK 20113

Notes: Students wishing to be considered for an Overall Position must elect to study 20 semester units of Authority subjects. Three Authority subjects must be taken for the whole two year course.



Queensland Certificate of Education

Students in Year 12 will work towards a school qualification. It is the Queensland Certificate of Education (QCE).

Eligibility for a QCE

To be eligible for a QCE, a student must be enrolled with a school and registered with the Queensland Curriculum and Assessment Authority (QCAA). For most students the QCE will be achieved over Years 11 and 12. Others may not achieve it until after they finish Year 12. The total amount of learning required is at least 20 credits. This reflects an amount of learning that could be reasonably achieved by most young people over a two-year, full-time program of study in the Senior Phase of Learning.

What is a credit?

A credit is the minimum amount of learning at the set standard that can contribute to the QCE. A credit has two elements: an amount of learning and a set standard. For example, a credit for a school subject is one semester (amount of learning) at Sound Achievement (set standard) or a credit for a Certificate II qualification is 25% (amount of learning) of the competencies (set standard). Some learning achievements will be recorded in the Learning Account but will not be a credit because they either do not have the required amount of learning or they do not meet the set standard. For example, a Limited Achievement in a school subject does not meet the set standard to be a credit.

Flexibility

Students can design a program of study to match their career goals. There is more flexibility in what, where and when learning occurs. Not all learning needs to take place at school. Some learning can be with a registered training organisation, in a workplace or with a community group.

The Senior Statement

The Senior Statement is an official record of all the learning achievements in a Learning Account. It outlines what learning was attempted, the standard achieved and where and when the learning took place. The Queensland Curriculum and Assessment Authority (QCAA) will issue the Senior Statement to young people who:

have met the requirements for the Queensland Certificate of Education; or

are attending a school, and have banked at least one achievement in their Learning Account, and are enrolled at a school until the prescribed date at the end of Year 12; or

have completed a pattern of study which makes them OP-eligible.

For more information:

QCAA website at www.qcaa.qld.edu.au

Student Connect website at www.studentconnect.qcaa.qld.edu.au

Department of Education, Training & Employment at www.deta.qld.gov.au



Queensland Core Skills (QCS) Test

This test is:

A common state-wide test for Queensland Year 12 students, held in August/September

An achievement test, not an intelligence test or an aptitude test

Grounded in the Queensland Senior Curriculum and based on the Common Curriculum Elements (CCEs)

Accessible to all Year 12 students regardless of individual differences in subject patterns While the level of sophistication demanded by the test is appropriate to Year 12 students, particular knowledge of specific Year 12 subjects is not tested. However, the test assumes basic levels of general knowledge and vocabulary, and Year 10 knowledge of mathematical operations. The QCS test provides:

Individual results reported on a five-point scale on the Senior Certificate

Group results for calculating Overall Positions (OP) which are independent of subjects studied or school attended

Group results for calculating Field Positions (FP); up to five per student, depending on subject choice

Overall Position (OP)

Compares overall student achievement

Uses the results of a student’s best 100 weighted semester units in Authority subjects studied in Years 11 and 12 (this will mean the best three subjects each studied for four semesters [12 units] and another eight semester units from any other Authority subjects = 20 units x 5)

Requires the study of at least three Authority subjects for all four semesters

Uses equal weighting for all subjects

Involves scaling using group results on the Queensland Core Skills (QCS) Test

Reports students’ positions in 25 bands from 1 (highest) to 25 (lowest)

Determining Your OP – The Process

Students sit the QCS Test in August/September

The school assigns Subject Achievement Indicators (SAIs) i.e. your position in each of your Authority subjects in your school

Your SAIs are scaled using comparisons based on the QCS Test results of the groups of students you studied with in your school

Your best five (5) scaled SAIs are determined

Your best five (5) scaled SAIs are averaged to produce an Overall Achievement Indicator (OAI)

Your OAI is scaled using comparisons based on the QCS Test result of students at your school and those at other schools across the state

Your scaled OAI is determined

Your scaled OAI is ranked with those of all other OP students across the state

Your scaled OAI is banded into one of the 25 OP bands



The following will give you an idea of how many students are in each of the 25 OP bands. An eligible student's OP is reported as one of 25 bands from 1 (highest) to 25. The approximate distribution of students across the bands is: Band 1 - about 2% of students

Bands 2 to 6 - about 15% of students



Band 25 - about 2% of students The number of students eligible for an OP in a particular year is used as the base population for distributing students to OP bands.

Field Position (FP)

Students are assessed on their knowledge in the following five fields:

Field A Extended written expression involving complex analysis and synthesis of ideas

Field B Short written expression involving complex analysis and synthesis of ideas

Field C Basic numeracy involving simple calculations and graphical and tabular interpretation

Field D Solving complex problems involving mathematical symbols and abstractions

Field E Substantial practical performance involving physical or creative arts or expressive skills

These fields:

Compare students’ achievements in Authority subjects in up to five fields (areas of study which emphasise particular strengths)

Are calculated only when students are eligible for an OP

Require completion of at least 60 Weighted Semester Units (WSUs) of relevant Authority subjects for eligibility

Use best 60 WSUs of Authority subjects for calculation

Use weightings which reflect the coverage of the field in the subject syllabus

Core Skills Development Program

The school will run a Core Skills Development Program (CSD) throughout the year for students in Year 12. Students will attend sessions with specialist teachers on a rotational basis. A practice of QCS Test papers occurs with the papers marked by an external organisation. This organisation provides feedback to the school and the students about their responses on each of the papers. Please note that the majority of the preparation for the QCS Test is grounded in the Common Curriculum Elements contained in all subject areas.

Common Curriculum Elements (CCEs)

A student's individual QCS Test result is expressed as a grade from A (highest) to E. The statewide distribution of grades is not predetermined, but is ascertained by setting numerical cut-offs after analysis of student performance on five criteria: comprehend and collect; structure and sequence; analyse, assess and conclude; create and present; apply techniques and procedures. Each criterion represents a reasonably coherent set of CCEs. For example, 'apply techniques and procedures' contains all the mathematics-specific CCEs. Grades awarded to candidates are based on the aggregate score on the total test.



Tertiary Entrance Statement

The Queensland Curriculum and Assessment Authority (QCAA) issues a Tertiary Entrance Statement to students who are eligible for an OP – it shows:

OP (Overall Position) – scaled in unequal bands from 1-25;

FPs (Field Positions) – 1 to 10 rating (linearly distributed) for each of the fields (A-E) for which the student is eligible.

Both of these results are derived from information supplied by the QCAA and are based on group parameters. This information is based upon the Subject Achievement Indicators (SAIs) for each subject studied for one or more semesters. For each subject, these are determined by the school on a 200 point scale and are based upon the rank order established from the student’s profile of performance during his/her course of study in those subjects. The best 20 semester units are selected with 12 taken from 3 subjects studied over 4 semesters, and the other 8 best semester units taken from the rest of the subjects studied. This means students must study at least 3 subjects over 4 semesters.

How are students without OPs considered for Tertiary Entry?

Students who complete Year 12 and do not qualify for an OP can still gain entry to courses offered at tertiary institutions participating in QTAC. These institutions include TAFE Qld and most universities. All applicants, whether they are OP or TER-eligible, must still satisfy specific prerequisites. Prerequisites may be subject requirements or folio/audition requirements for creative and performing arts courses. TER students will be allocated a QTAC selection score, called a “rank”, based on their results recorded on the Senior Certificate and, if they sat, their results in the Queensland Core Skills (QCS) Test.

What is a Rank?

Ranks are worked out from tables developed by QTAC in consultation with other higher education authorities. Where OPs are based on a scale from 1 (highest) to 25 (lowest), ranks are based on a scale from 99 (highest) to 40+ (lowest). Ranks for non OP-eligible students are calculated from specially formulated tables, known as schedules. The schedules take into account student results reported on the Senior Certificate and QCS Test, if sat. To determine a rank, QTAC uses the achievement levels reported on the Senior Certificate for Authority, Authority Registered and approved TAFE subjects only. Results in the QCS Test are also used, if the test was sat.

How to Apply

TER students apply for tertiary courses through QTAC. The Guidance Officer will help students prepare their QTAC Tertiary study application.



Vocational Education and Training (VET)

The value of recognised Vocational Education and Training programs for schools has become an integral part of a sound general education and as a means to help prepare young people for further education, training, employment, the world of work and more broadly, for life. A broad definition of Vocational Education and Training in schools refers to a “structured sequence of training and education recognised within the National Training Framework”. Vocational Education and Training at Craigslea State High School has the following format:

Students undertake recognised VET through co-operative arrangements with other VET providers

The QCAA assumes responsibility in relation to accreditation, recognition and registration of VET programs in schools under delegation from Australian Skills Quality Authority

Programs are available for students undertaking an approved apprenticeship or traineeship while studying for their QCE

A full VET qualification is based on nationally endorsed competencies

Major Objectives of VET in Schools

Vocational Education and Training complements the existing general secondary studies to provide a broadened post-compulsory school curriculum that caters for a more diverse student cohort. The two options combine to maximise post-school pathways to employment, further education and training. VET provides students with practical, job-related skills along with the underpinning knowledge required for those skills. Other objectives of Vocational Education and Training in schools include:

The delivery of subjects that have recognised and valued outcomes

Meeting the curriculum needs and interests of young people and making school learning experiences more relevant to their lives and aspirations

To be regarded as part of the regular post-compulsory school curriculum and be valued along with all other post-compulsory school programs

Helping to contextualise learning and reinforce general education outcomes

Providing appropriate support measures and delivery structures to maximise vocational education and training participation opportunities for disadvantaged students and other agreed target groups

Providing appropriate career education, guidance and counselling services to maximise pathways for students

Craigslea State High School’s Vocational Education and Training courses concentrate on the entry-level component of each industry-related course. All courses can be used as pathways for further education. Details of the extent to which programs are offered are explained in the individual department section of this handbook and on the Craigslea State High School website: www.craigsleashs.qld.edu.au. Craigslea State High School is committed to completing the outlined training and assessment once students have started study in their chosen qualification/s from the course start date, and meeting all of their student responsibilities. Students who enter the course after the start date will have a negotiated package of units that will lead to a statement of attainment.

In the event of losing the specialist trainer, and the Registered Training Organisation being unable to obtain a suitable replacement, Craigslea State High School will, if possible, arrange for agreed training and assessment to be completed through another RTO. Fees may be incurred. Prior to the transfer to another RTO, affected students will be formally notified of the arrangements and an agreement to those arrangements, including any refund of fees, will be obtained. If transfer is not possible, the RTO will gain a written agreement for a subject/course transfer from the student and parent.

http://www.craigsleashs.qld.edu.au/



Unique Student Identifier (USI)

The Australian Government requires all students studying Vocational Education and Training (VET) to have a Unique Student Identifier (USI). This includes students who are studying VET in schools. There is no cost to the student. The USI allows students to access their enrolment and achievement record for all VET learning online and no VET records will be lost. Students should record their USI and keep it handy and in a safe place. Registered Training Organisations (RTOs) must have a valid USI for a student before issuing a qualification or statement of attainment. This includes school RTOs. Further information on the USI can be accessed at: About the USI http://www.usi.gov.au/About/Pages/default.aspx

Student information http://www.usi.gov.au/Students/Pages/default.aspx

USI Student portal https://portal.usi.gov.au/student

School-Based Apprenticeships and Traineeships

A school-based apprenticeship or traineeship offers participants specialist training, qualifications and work experience in their chosen industry, whilst being paid. An apprentice/trainee is contracted to an employer (via a Training Agreement) for a period of time. During this time, the apprentice/trainee acquires the skills and competencies relevant to the occupation through a combination of on-the-job training, and completion of a training program. The training program may be delivered either totally at the registered provider’s facility, totally in the workplace or a combination of both. In return for the training wages received, the apprentice/trainee must work efficiently and co-operatively for the employer. Upon attainment of the competencies required, the apprentice/trainee will be issued with the appropriate qualification.

http://www.usi.gov.au/About/Pages/default.aspx

http://www.usi.gov.au/Students/Pages/default.aspx

https://portal.usi.gov.au/student



Queensland Certificate of Individual Achievement (QCIA)

The QCIA recognises and reports the learning achievements of students who are undertaking an individualised learning program.

How the QCIA Works

To be eligible, students must have impairments or difficulties in learning that are not primarily due to socioeconomic, cultural and/or linguistic factors. Schools identify eligible students and decide the best certification option for each student. Consultation with students and their parents/carers should be central to this decision-making process. The Individual Learning Program for the QCIA does not have credit value nor does it contribute toward the Queensland Certificate of Education (QCE) or the required pattern of learning for the QCE. If a student is eligible for the QCIA, they will be able to record achievements for other learning areas of the QCE in their learning account; for example, a course from preparatory learning or vocational education and training (VET). This learning is recorded on the Senior Statement and cannot be duplicated on the QCIA. However, to receive the QCIA, a student must be undertaking a significant Individualised Learning Program.

QCIA More Information:

Speak to the Head of Student Support Services or visit the

QCAA website at www.qcaa.qld.edu.au

Attendance

Every day counts at school. While most students attend school consistently, there is a small number of students who are absent from school without an acceptable reason and this may harm their education. Research shows that students with a high record of attendance are more likely to achieve high results in the future. Craigslea State High School has set a target for students to aim for a 95% attendance rate.

http://www.qcaa.qld.edu.au/



Pre-Requisites for Senior Subjects

Subject Year 10 Academic Prerequisite

English C in English

Maths A C in Maths

Maths B C in Extension Maths

Maths C B in Extension Maths

Biological Science B in Mandatory Science or C in Chemistry & Biology for Life

Chemistry B in Mandatory Science or C in Science Extension and C in Chemistry & Biology for Life

Physics B in Mandatory Science and Extension Maths and/or C in Science Extension or Physical Science

Ancient History C in History and English

Modern History C in History and English

Study of Society C in History and English

Accounting C in English

Business Communication & Technologies C in English

Economics C in English

Information Processing & Technology C in English, C in Extension Maths or B in Maths

Legal Studies C in English

Physical Education C in English and Physical Education

Fitness – Certificate III C in Physical Education

Japanese C in Japanese and English

Graphics C in Graphics (Year 9 or 10)

Home Economics C in English

Dance C in English

Drama C in English

Film, Television & New Media C in English

Music C in English

Visual Art C in English



Senior Subject Additional Requirements

Subject Requirements

English / English Communication

Oral assessment is compulsory.

Biological Science Field work and camps are essential to the course.

Physics Field work is essential to the course.

Science in Practice Field work is essential to the course.

Business Communication and Technologies

Competent data entry skills.

Physical Education 50% of assessment is based on written and oral components.

Fitness - Certificate III

Upfront payment of approximately $450 to Fit Education (32155) is required (exact cost depends on number of students selecting the course). A deposit of $100 must be paid to the school by the end of Term 3, 2017, with the balance due by the end of the second week of the school year in 2018.

Dance Public performances are essential.

Drama Public performances are essential.

Music Public performances are essential.

Film, Television and New Media

Additional time required to edit work.

Attendance

Every day counts at school. While most students attend school consistently, there is a small number of students who are absent from school without an acceptable reason and this may harm their education. Research shows that students with a high record of attendance are more likely to achieve high results in the future. Craigslea State High School has set a target for students to aim for a 95% attendance rate.



Business and Digital Technology Education

Ye

ar

11

an

d 1

2

Business Communication

and Technologies

Authority

Business Studies

Authority Registered

Intro to Accounting

- A Balancing Act

Semester 1

Being Enterprising

Semester 2

Present Yourself Professionally

Semester 1

Intro to Information Processing and

Technology

Semester 1

ICT10115 Certificate I in

Information, Digital Media and Technology

Semester 2

Ye

ar

10

Australian Curriculum Learning Area:

Technologies - Digital Technologies

Australian Curriculum Learning Area:

Business and Economics

Information and Communication Technologies

Authority

Registered

Information Processing and

Technology

Authority

Accounting

Authority

Economics

Authority

Legal Studies

Authority



Accounting (ACC)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 English This subject requires extensive reading, research and writing - therefore a high level of proficiency in English is essential

Brief Description of Subject

Accounting is designed for students who have an interest in business studies and in the management of financial resources. The study of accounting enables students to understand the processes involved in generating, recording, classifying, analysing, interpreting and reporting accounting information as a basis for planning, control and effective decision making. This course is designed not only to provide a foundation in the discipline of accounting, but also to prepare students for further education, training and employment. Students are provided with opportunities to develop skills in managing financial resources which can be applied at a personal level and in the business environment. They are encouraged to think logically, to apply accounting principles in a consistent and effective manner and to become independent learners. Students will use information technology to enable them to apply the accounting process in business.

Course Outline (Topics)

During the course, students may study:

Principles of double-entry

Computer accounting packages – Reckon

Control of the major financial elements of a business – cash, credit, inventories and non-current assets

Electronic Business

Accrual accounting and accounting for the GST

Preparation of accounting records and reports

Analysis of financial reports

Cash flow statements

Assessment

Accounting students will, throughout the two year course, be assessed by the following techniques:

Extended written responses

Short response

- Prose

- Practical exercises and calculations

Extended research response

- Written

Practical

- Written

- Computer generated

Pathways/Partnerships

Students who are proficient in Accounting greatly increase their chances of gainful employment and entry into associated tertiary courses. All business, economics, business management and finance tertiary courses have Accounting as a core unit of study. The career paths are many and varied and many find that Accounting provides the stepping stone for further advancement in the business world, particularly if students intend to work in, or run their own, small business.

Participate more effectively and responsibly in a changing business environment.



Economics (ECN)



The extensive media coverage of economic problems and events has, in recent years, highlighted the need for increased community awareness of the economic environment in which we live. This course of study stresses the desirability of understanding the significance of economic events. Students will learn about how the world works. They will learn about the impact decisions have on households and industries. Students will learn about the impact of international trade, both good and bad. They will discover the effect government policies have on the economy and on employment; again both good and bad. It will help them make more informed decisions as both a consumer and as a voter. The emphasis is on the application of economic skills and concepts to the problems and issues facing Australian society. This course of study helps senior students gain key employment skills and competencies and to participate effectively in, and contribute to, economic decision making.


Learning in Economics is represented by the study of core and elective topics:

Core Electives (the following may be studied)

Markets and models

Contemporary micro-economic issues (this topic addresses the economic decisions of individual firms and households and how these interact in markets)

Contemporary macro-economic issues (this topic examines the economy as a whole)

International economics

Share market

Personal Economics

Industry and market concentration

Income and wealth distribution

Globalisation and trade

Assessment

Over the four semesters, students will be required to participate in the following assessment techniques:

Supervised written assessment – involves providing responses, in the form of paragraph or extended responses to questions conducted under supervised conditions. These may be in response to stimuli such as articles from newspapers, graphs and cartoons.

Research assessment – involves research, analysis, synthesis and evaluation of data and information in the development of a response.


Economics leads to jobs such as financial adviser, market research, management consultant, importer/exporter, stockbroker, tax agent, economics teacher, diplomat, bank officer, industrial relations officer, investment analyst etc. This is a great subject with a lot of future options for students.

Acquire knowledge and skills that are relevant for living in present-day society.



Legal Studies (LEG)



Individuals and groups in Australian society are faced with many significant legal and social issues. To deal with these issues, people need to understand their legal rights and responsibilities. They need to be able to access the Australian legal system and investigate how it affects their basic rights, obligations and responsibilities. Informed citizens are better able to constructively question and contribute to the improvement of laws and legal processes. In Legal Studies, students develop an understanding of the ways in which the legal system can affect the lives of Australian citizens.


The core areas of study provide the foundation knowledge and understanding of the Australian legal system, laws and processes. There are four core areas of study:

The Legal System

Human Rights

Introduction to Civil Obligations

Criminal Law

Elective areas of study will include a selection of the following:

Employment and the Law

Environment and the Law

Family and the Law

Housing and the Law

Indigenous Australians and the Law

International Law

Sport and the Law

Technology and the Law

Assessment

Students will be required to complete a number of tasks based on various learning experiences. These include: Court visit inquiry task, oral presentations, research assignments, short answer questions, multiple choice questions and essays. The number of assessment items will vary from 2 to 3 per semester. Class time will be given to aid in the completion of all assessment items.


Career paths are varied and many students find that Legal Studies provides a stepping stone to not only the study of law, but to other areas such as criminology, justice studies, business management, commerce, politics and constitutional studies. Legal Studies also helps students to be better informed of their legal positions, rights and responsibilities, and to contribute to constructive criticism and reform of the legal system that regulates their daily lives.

Citizens who are informed of their rights, obligations and duties will be more likely to question and improve laws, institutions and legal processes, than those who remain unconcerned or ill-informed.



Business Communication and Technologies (BCT)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 English Competent data entry skills This subject requires extensive reading, research and writing - therefore a high level of proficiency in English is essential


Business Communication and Technologies offers students opportunities to engage in and understand a range of business administrative practices through real-life situations and simulations. The course is designed to provide a foundation in the study of business and to prepare students for further education, training and employment. Business Communication and Technologies fosters intellectual, social and moral development by encouraging students to think critically about the role and ethical responsibilities of business in society. It encompasses theoretical and practical aspects of business in contexts students will encounter throughout their lives. The course is an Authority Subject which leads to OP eligibility.


Business Environments, Managing People, International Business, Workplace Health, Safety and Sustainability, Organisation and Work teams, Managing Workplace Information, Social Media and Events Administration.

Assessment

There are three dimensions –

Knowing and understanding business

Investigating business issues

Evaluating business decisions Each of the business contexts studied will provide the framework for assessment items. These items will be in the form of assignments, reports, exams and oral presentations.


Students will acquire skills that are adaptable to any industry giving flexible employment opportunities. Further tertiary studies could include Business Management, Events Management, E-Commerce, Law, The Arts etc.

Young people need business knowledge, strategies and skills to make informed and reasoned decisions in a dynamic global environment.



Business Studies (BSQ)

Authority Registered Subject (Non OP) QCE Credits 4 Brief Description of Subject

This course is designed for students who wish to gain practical business and computer skills for employment. Among the many needs of business are the abilities to communicate effectively, operate efficiently in a business and relate appropriately to other people. Business, as an area of study, helps to develop a student’s understanding of the Australian business environment and in particular local industries and the environments in which they operate. A study of Business also provides students with a range of personal and interpersonal skills with general application to personal and work life, as well as specific knowledge and skills related to employment within the business services industry.


There are 2 core elements included in the study of Business – Business Practices and Business Functions.

Business Practices Business Functions

Business Fundamentals

Financial Literacy

Business Communication

Business Technologies

Working in Administration

Working in Finance

Working with Customers

Working in Marketing

Assessment

This course is assessed using the following techniques:

Written tests

Practical tests

Projects


This course will provide students with basic skills which are useful for a pathway to employment in a business environment.

Studying a business-related course broadens your career options.



Information and Communication Technologies (ICT)


Computers are an integral part of today’s work, study and leisure. Students must know how to use them effectively, efficiently and ethically. Since technology changes rapidly, students should concentrate on developing abilities that are not software or system-specific, and be able and willing to adapt and change. This subject is concerned with using information and communications technologies (ICTs) to provide practical solutions to real life or simulated real life problems. By using a task-orientated instead of a tool-orientated approach, emphasis is placed on using ICTs to solve problems or complete tasks. Students learn best by constructing their own learning – by undertaking meaningful and authentic tasks, and then reflecting on what they have achieved. They will be challenged to produce effective solutions to problems and, in so doing, not only develop their abilities but also experience the fun and enjoyment of using ICTs.


This course of study aims to assist students to:

Become confident and competent users and consumers of ICTs

Manage time and resources effectively and efficiently

Develop the skills needed for creative work, practical problem-solving and communication in a variety of media

Engage in self-directed learning by developing self-reliance, personal responsibility and self-management

Develop the ability to work and communicate with others in a team

Develop the processes, skills and attitudes that are required for effective participation in the community as responsible users of ICTs and an ability to make informed decisions in situations and practices involving ICTs

Develop a commitment to the safe and ethical use of ICTs

Assessment

Assessment in this subject will be undertaken through a series of projects. A folio of work will be compiled for each student. Projects may include:

Multimedia or single media presentations

Website development

Integrated or thematic tasks

Product design, development and construction

Case studies

Research

Simulations

Or any combination of the above


This course promotes confident, competent and self-motivated users and consumers of ICTs. This is important if students are to be successful in the next phase of their life, whether it is to pursue a career with ICTs, undertake further study or gain employment. Students should be able to keep pace with new technologies and be responsible users of ICTs, as

well as being aware of the social, environmental and legal impacts of their actions.



Information Processing and Technology (IPT)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 English C in Extension Maths or B in Standard Maths A commitment to hard work and the capacity to work individually and in small groups on practical problems that suit a computer solution. This subject requires extensive reading, research and writing - therefore a high level of proficiency in English is essential


Information Processing and Technology is a course of study that provides students with knowledge, skills, processes and understanding of information technology. It emphasises problem identification and solution rather than the use of specific applications.


Algorithms

For this topic, students will acquire the skills to use an algorithm design/description system or method to be able to define a problem clearly and specify a solution.

Relational information systems

This topic introduces a formal model for describing the architecture of information systems, presents methods for developing these systems, and allows students to implement these to produce working information systems.

Software programming

This topic involves the study of the development of software. Students will gain some experience and skills in the design, development and evaluation of computer programs that solve practical problems or meet particular needs.

Structured Query Language

This topic introduces a formal query language, SQL (Structured Query Language), for the manipulation of data within a database.

Social and ethical issues

This topic develops an appreciation and understanding of the impact that developments in information technology have on individuals and communities worldwide.

Human–computer interaction

This topic develops an understanding of the interaction between humans and technology to inform better design and improve user interfaces.

Assessment

Assessment techniques include supervised written tests, assignments and major programming projects.

Pathways/Partnerships This course should prove especially relevant to students by helping them to engage with the rapid rate of change associated with information technology and to appreciate its advantages and disadvantages. Information Processing and Technology touches many business and industry aspects of human life and finds itself drawing on and being applied to diverse fields of study. As a result, the study of this subject will contribute, in a significant way, to the general education of students whether or not they intend to proceed to further studies or employment in the field of information technology.

With a strong focus on problem solving, information processing and technology will attract students who enjoy, or who show ability for, a structured approach to problem solving. This course

will allow them to design, develop and evaluate solutions using computers.



English

English

Authority

English

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10

English Communication




English (ENG)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 English


English is Australia’s national language and a language of international significance. Proficiency in English for all Australians enables them to share in and contribute to current and future local, national and global communities and cultures. In Senior English, students learn how language use varies according to context, purpose, audience and content, modes and mediums. The study of language helps students appreciate the social, imaginative and aesthetic uses of language and to understand how language is used selectively. Students learn how language influences, and is influenced by, the world in which we live.


A range and balance in texts selected from the following will be studied.

Literature: traditional and contemporary from a variety of cultures including Australian, both Indigenous and non-Indigenous

Scripted drama – Shakespearean and Modern

Reflective texts such as biographies, autobiographies and memoirs

Texts from media, multimedia, popular culture

Assessment

Assessment in English is continuous in both Written and Spoken Tasks and must include achievement in the mandatory aspects of the course. Year 11 is formative and is built on in Year 12 where specific summative tasks provide the fullest and latest information to determine the Exit level of achievement.


A Sound Level of Achievement in English is a prerequisite for most university courses and for employment in the Public Service and the Defence Forces. Career opportunities flowing from good English skills are many and include Journalism, Law, Public Relations, Marketing, Advertising, Publishing and Teaching. The ability to speak and present well is a basic requirement of many jobs in the Service Industries. By learning English and using English language, students develop their capacities as literate members of Australian and global communities, able to participate actively in the worlds of work, study and leisure.



English Communication (ENC)


As with English, English Communication involves studying the structure and operation of language to enable students to use it in a variety of personal, public, functional and creative ways. However, this subject is designed for students who prefer a more practical focus in their language study. It aims to assist students to use language effectively and confidently in order to speak, listen, read, view and write in a variety of workplace, community and leisure contexts.


Topics will generally involve a range from the following:- Workplace

Preparing a Job Folio

Job Interview

Job Seeking Skills

Workplace Issues and Communication e.g. Harassment, Conflict Resolution, Equal Opportunity, Dealing With Complaints

Community

“You are the Expert” – explaining aspects of modern technology

Personal Account – Photo Essay

Novel/Short Stories and Film Study

Media Analysis – Stereotypes

Personal/Social Issues related to Independent Living Leisure

This is My Life – Autobiographical Writing

Media Analysis – Pictures Tell Stories

Film/Theatre Viewing

Surviving Schoolies Many of the units of study overlap the three areas of Workplace, Community and Leisure.

Assessment

Students are assessed on both Written and Spoken Tasks. Assessment is continuous with Year 11 formative and Year 12 summative, where tasks provide the information for the Exit level of achievement. Written and Spoken Tasks are equally weighted.


Most employers and higher education institutions require students to have a Sound in an English language subject at senior level. A Sound in English Communication enables students to obtain employment in most of the trades, small business organisations and service industries. It enables them to take up an apprenticeship or traineeship and it is accepted as a pre-requisite when undertaking the majority of TAFE certificate and diploma courses.



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Health and Design Technology

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10

Australian Curriculum Area:

Technologies - Design Technologies

Food Specialisation Food and Fibre

Food and Fibre

Kids

Food and Fibre

Sustainable Lifestyles

Food Specialisation

Food for Today

Food Specialisation

Food for You

Home Economics

Authority

Early Childhood


Hospitality Practices




Home Economics (HEC)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 English The study of Home Economics in Years 9 and / or 10 is highly desirable, however, not mandatory.


Home Economics is a dynamic subject that constantly responds to changes in society to provide a course that is relevant and important to all students. It is essentially a field of applied study which draws selectively from areas such as biological, physical and social sciences, economics, art and design. The course of study is built around the underpinning theme of the well-being of individuals, families and community, and encompasses the broad areas of food and nutrition, interpersonal relationships and psychology, and textile/fashion studies. The subject incorporates an informed, action-oriented approach that encourages young people to think critically, analyse information and solve problems. Participating in a course of study derived from Home Economics provides students with a learning environment that promotes social awareness and critical and creative thinking, through practical and theoretical engagement to produce quality products.


The course is organised in units of study and some of the units are based upon the following:

The health and nutrition of individuals and society

Food technology and the consumer

Contemporary issues in food and nutrition

Textiles, design and fashion

Psychology, interpersonal relationships, families and society

Sustainability

Assessment

During the course all students’ performances will be assessed using three dimensions:

Knowledge and Understanding

Reasoning and Communication Process

Practical Performance In Home Economics, students are assessed through tests, research essays and practical performance. Assessment in practical performance involves decision-making, planning and evaluating as well as the performance of practical skills.


Home Economics will cater for many different career possibilities. The Human Relationships components provide an excellent background for students whose prospective careers will entail dealing with other people e.g. Tourism, Human Movements, Social Work, Management, Hospitality, Teaching and other professional careers. Nutrition studies are most helpful to health careers such as Nursing, Teaching, Food Technology and Dietetics. Textile studies may lead to further studies and careers in Design, Sales, Fashion, Clothing or Furnishings Manufacture.

Become empowered with skills you can use for the rest of your life.



Early Childhood (ECJ)


Early Childhood is designed to equip students with elementary theoretical, practical knowledge, skills and attitudes required to function as care givers to young children. This subject aims to explore vocational opportunities in this field. Early Childhood (SAS) is a subject which studies child development and issues related to child care. Although this subject does not contribute to an OP and does not provide VET competencies, it will provide students with opportunities to develop interpersonal skills which are essential in today’s working environment and with information pertaining to further education in this field. This subject also provides future life skills. While completion of this course will not qualify students for employment within the Child Care Industry, it will provide valuable insights, experiences and networks to assist students in their consideration of future study and career options.


The course is organised in units of study and some of the units are based upon the following:

Play and creativity

Early literacy and numeracy skills

The health and physical well-being of children

Indoor and outdoor learning environments

Safety in early childhood

Assessment

Assessment will cover both theoretical and practical aspects of the course. Assessment instruments will include theory tests, writing tasks and the design of practical activities. Assessment areas include:

Knowledge and Understanding

Analysing and Applying

Planning and Evaluating


The completion of Early Childhood (SAS) can lead to a range of career possibilities including: Child Psychology, Social Worker, Pre-School/Early Childhood Teaching, Primary Teaching, Nanny, Teacher Aide, Special Needs Teacher/Aide, Nursing/Nurse’s Aide, Child Care Worker, Child Care Administrator, Welfare Officer – Juvenile Aid, Paediatric Nurse and Recreation Officer.



Hospitality Practices (HPJ)

Authority Registered Subject (Non OP) QCE Credits 4


Hospitality Practices focuses on the knowledge, understanding and skills relating to food and/or beverage production and service. Students will learn about the structure, scope and operation of the food and beverage sector and develop appreciation of industry workplace culture and practices. They will be encouraged to develop skills, processes and attitudes desirable for future employment in the sector. The hospitality industry has become increasingly important economically in Australian society and is one of the largest employers in the country. The industry is dynamic and uses skills that are transferrable across sectors and geographic borders and offers a range of exciting and challenging long-term career opportunities across a range of businesses.


The program comprises a combination of cookery and food and beverage service units.

The cookery units include skills in food preparation and presentation, knife handling, food hygiene and health and safety procedures.

The food and beverage units include table service, non-alcoholic beverage, espresso coffee and responsible service of alcohol.

Assessment

Students will train and be assessed in the school’s commercial kitchen and café which is open to the

public after school one day each week.

Students will demonstrate their knowledge and understanding of Hospitality Practices by applying production and service skills to make decisions about producing products and performing services for events in hospitality contexts. They will plan and implement an event in a hospitality context, justify decisions and critique the planning and implementation. Students will also examine and evaluate industry practices.


This course of study will support students who choose to undertake a traineeship or school-based apprenticeship. A course of study in Hospitality Practices can establish a basis for further education and employment in hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation.



Health and Physical Education

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10

Health and Physical

Education

Health and Physical

Education Extension

Health and Physical

Education Advanced

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Physical Education

Authority

Recreation


Certificate III Fitness

VET Certificate



Physical Education (PED)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 English and HPE 50% of assessment is based on written and oral components


Physical Education is a subject devoted to integrating the theoretical elements with the study of four physical activities over two years. It is designed to challenge the individual to relate all experiences to their own development and to evaluate performance based on a number of specific criteria. This subject looks at all elements that make up a physically educated person. The course at Craigslea has a balance of team and individual activities and places great emphasis on the concept of self-directed learning through group interactions. To be eligible for this course, students must have actively participated in all compulsory elements of their Year 10 HPE elective course. Students who have not demonstrated a commitment to participation will not be eligible to participate in the diverse activities in the senior program. Unsatisfactory effort in Senior Physical education may result in exclusion from the subject.


Theoretical:

Skill Acquisition

Psychology of Sport

Energy Requirements and Training

Biomechanics

Team Dynamics

Games Analysis

Access and Equity

Figueroa’s Framework.

Performance: Year 11

Badminton

Touch

Aerobics

Volleyball

Performance: Year 12

Volleyball

Touch

Aerobics

Badminton

Assessment

Assessment tasks for theoretical subject matter and performance elements are equally weighted and include:

Year 11 (Formative) and Year 12 (Summative)

Lab report

Exam essay

Assignment

Multi-modal task

Performance Assessment

Skill

Game play

Performance of routines


The study of Physical Education provides excellent grounding for students wishing to pursue a career in the medical industry as well as students interested in Sports Administration, Education, Coaching, Exercise Physiology and Fitness.



Recreation (RCJ)


Recreation is a two year course of study that aims to enhance students’ opportunities regarding employment, enterprise, study, leisure and lifelong learning. It provides a unique opportunity for students to experience the challenge and fun of active participation in physical activity while developing beneficial vocational and life skills. Students are involved in communicating ideas and information in, about and through recreational activities. These activities are the medium through which students examine the effects of recreation on individuals and communities, investigate the role of physical activity in maintaining good health, evaluate strategies to promote health and safety and investigate personal and interpersonal skills to achieve goals.


The course units include:

Recreation in Australian culture

Factors affecting participation in recreation

Interpersonal skills and participation in recreation

Technology in recreation

Health and well-being through recreation

Physical skills in sports and activities

Safety in recreation

Recreation industry in Australia

Tournament organisation

This course includes four core units (topics listed above) along with a number of physical activity electives.

Assessment

Students complete the core units of work and are then assessed in a number of performance and theoretical based tasks. Examples include:

Performance assessment

Performance tasks

Practical coaching

Project work

Fitness program design

Exams

Investigations


The course of study in Recreation can establish a basis for further education and employment in the fields of Fitness, Outdoor Recreation, Sports Administration, Community Health and Recreation based around sporting clubs.



Certificate III - Fitness (VFI)

VET Certificate (Non OP) QCE Credits 8 Academic Pre-requisite: C in HPE Fit Education RTO 32155


Certificate III Fitness is a two year fee-paying Vocational Education course aimed at providing students with the opportunity to attain a nationally recognised qualification. NOTE: Please be aware that this is an upfront fee-paying course. The course is delivered through Fit Education and students exit the course with a Certificate III in Fitness. This is a pre-requisite for students wanting to enter a career in the fitness industry or wanting to pursue a career in personal training. This is an exciting course that is constantly evolving. It is delivered on site by the Health and Physical Education staff but all of the compulsory assessment is delivered through Fit Education staff using online modules. This allows students to progress at their own rate. To be eligible for this course, students are encouraged to have participated in all compulsory elements of Year 10 Health and Physical Education, as well as achieved a C in Year 10 Science. Students who have not demonstrated a commitment to participation will not be eligible to participate in the diverse activities in the senior program.


The course units include:

Anatomy and Physiology

Healthy Eating

Health & Fitness Screening

Client Assessment/Deliver Gym Programs

Deliver Instruction for Fitness & Training

Equipment Maintenance

OH & S / Risk Assessment

Fitness for Specific Populations

Working in the Sport & Recreation Industry

Assessment

Students complete modules designed by Fit Education (32155) which cover all theoretical elements of the course. These are self-paced and based around computer usage.

Practical assessment

Performance of First Aid (additional cost)

Gym Instruction

Orientation and Health Screening

Fitness Testing

OH & S

Program Design


The Certificate III in Fitness provides valuable learning experiences and prior learning credit for the Certificate IV course in Fitness which has direct links to personal training.



Industrial Technology and Design

Year

11 a

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12

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10

Graphical Communication

Graphical Communication 3 Graphical Communication 4 Industrial Technology and

Design 3 Industrial Technology and

Design 4

Graphics

Authority

Industrial Technology Skills


Product Design and Manufacture



Graphics (GPH)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 9 or Year 10 Graphics


Graphics is a course of study that provides an opportunity for students to gain an understanding of graphical communication across a broad spectrum of applications. The course draws upon the elements and principles of graphical communication and elements of presentation. Students learn the skills, methods and processes that form the knowledge of communicating through graphical imagery. Graphics contributes to the development of technological literacy and develops the communication and problem-solving skills required for a large number of educational and vocational aspirations. Through the structured medium of visual imagery, students learn the ability to communicate and express information with clarity and precision.


Graphics at senior level comprises two areas of study designed to provide learning experiences in the major areas of graphical communication. The two areas of study are:

Elements and principles of 2D and 3D graphical communication; and

Elements of presentation. These areas of study are developed through three contexts that ensure the learning is relevant to the needs of students. Contexts include:

Industrial Design

Built Environment (Architecture)

Graphic Design Students are exposed to modern industry standard Computer Aided Design (CAD) software in well-equipped computer laboratories. Software utilised includes AutoCAD, Revit (Architectural), Inventor (Industrial) as well as the Adobe suit (Photoshop and Illustrator).

Assessment

Assessment is criterion based using three assessment criteria:

Knowledge and understanding

Analysis and application

Synthesis and evaluation Assessment tasks in Years 11 and 12 include:

Contextually-based folios

Response tests


It is recommended though not a necessity that students have completed at least one Graphical Communication unit in either Year 9 or 10 before enrolling in Senior Graphics. The study of Graphics provides a solid foundation to careers in Industrial Design, Graphic Design, Architecture and Drafting. The study has developed from technical drawing, 3D modelling and graphic art.



Industrial Technology Skills (ISK)


Industrial Technology Skills focuses on industry practices and production processes required to manufacture products in a variety of manufacturing industries including engineering, building and construction, furnishing, automotive, plastics and aerospace. Students will be involved both individually and collaboratively in learning experiences that encourage them to appreciate and value meeting customer expectations of product quality at a specific price and time. It is recommended for this course that students have actively participated in all aspects of their junior Industrial Technology and Design units and demonstrated a consistent ability to adhere to appropriate Workplace Health and Safety requirements.


The course involves compulsory units of work:

Industry Practices

Production Processes The electives in this subject are the industry contexts and associated manufacturing tasks that schools choose to undertake. The industry contexts are drawn from the common manufacturing trade qualifications grouped by industry. The choice of the industry context and associated manufacturing tasks is dependent on:

Dimensions, objectives and core topics to be explored

The interests of the student cohort

The expertise of teachers

Available facilities and resources

Assessment

Assessment in Industrial Technology Skills gives students opportunities to develop and demonstrate their knowledge, understanding and skills. Assessment instruments include:

projects, which provide authentic opportunities for you to demonstrate your learning in both industry practices and production processes (e.g. work in a team to plan and implement a production line to manufacture anchors)

practical demonstrations (e.g. welding exercises to produce a bracket)

examinations (e.g. short response safety test)


A course of study in Industrial Technology Skills can establish a basis for further education and employment in a wide variety of trades. These include metal working professions (Sheet Metal, Metal Fabrication, Welder, Fitter), mechanic based trades (Automotive, Electrical, Air Conditioning), all building and construction works (Bricklayer, Plasterer, Concreter, Painter) as well as furnishing experts such as Cabinet Making, Upholsterer, Polisher and Floor Finisher.



Languages

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12

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Japanese

Elective

German

Elective

Japanese

Authority



Japanese (JAP)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 Japanese and English


Japanese is a vital language for Australians to learn. Apart from our geographic and economic links, Japanese culture is of increasing importance in Australian society and in youth culture particularly. Learners develop positive attitudes to people of other languages, cultures and races and embrace the idea of a multi-ethnic, multi-lingual and multi-racial society and world.


The course is organised under four themes:

Family and community

Leisure, recreation and human creativity

School and post-school options

Social issues

Assessment

Tasks are designed to assess the Four Macro Skills of:

Listening

Reading

Speaking

Writing These skills will be assessed equally. Tests will, as closely as possible, mirror experiences/tasks students might face in real life.


Students who successfully complete Japanese will be eligible for bonus rank points at certain

universities which may improve their chances of getting into their desired course. Please consult the Guidance Officer for further information.

Japanese offers many advantages for travel, business, personal enjoyment and further tertiary study.



Mathematics

Year

11 a

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12

Y

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10 Mathematics

Preferred for entry to Maths A or

Prevocational Maths

Mathematics C

Authority

Mathematics B

Authority

Mathematics A

Authority

Prevocational Mathematics


Mathematics Extension

Strongly recommended for entry into Maths B or C



Mathematics A (MAA)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 Mathematics Standard


Mathematics is an integral part of a general education. It enhances understanding of our world and the quality of our participation in a rapidly changing society. Mathematics A emphasises the development of positive attitudes towards the student’s involvement in mathematics. This development is encouraged through the use of relevant personal and work-related learning experiences. There is also a focus on the development of mathematical knowledge and understanding through investigative and explorative approaches to learning.


Mathematics continues to develop in response to changes in society and, in turn, it influences further societal development. The Mathematics A syllabus contains core and elective topics which relate to the mathematics used in personal and work situations. The topics include:

Financial & Mathematics Strand

Applied Geometry

Statistics and Probability Strand

Elective Topics

Managing Money I

Managing Money II

Elements of Applied Geometry

Linking 2 and 3 Dimensions

Data Collection and Presentation

Exploring and Understanding Data

Maps and Compasses

Navigation

Operations Research - Linear Programming

Assessment

During the course, a student’s performance will be assessed on three criteria:

Knowledge and Procedures (KAPS)

Modelling and Problem Solving (MAPS)

Communication and Justification (C&J or JACS)

Assessment each Semester Weighting for Assessment Item Time Criteria Semester

Mid Semester Test Part A 60 min (KAPS, C&J) KAPS, MAPS, C&J 1/3 Part B 60 min (MAPS, C&J)

Assignment 3-4 weeks duration KAPS, MAPS, C&J 1/3

End Semester Test Part A 60 min (KAPS, C&J) KAPS, MAPS, C&J 1/3 Part B 60 min (MAPS, C&J)

All summative assessment occurs in Year 12; however, results from Year 11 may be used if the student exits the course early or if other special circumstances prevail.


Students need to consult the QTAC Tertiary Prerequisite booklet to determine what Maths subject is required for entry (and likely success) into tertiary courses.



Mathematics B (MAB)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 Extension Mathematics


Mathematics is an integral part of a general education. It enhances understanding of the world and the quality of participation in a rapidly changing society. It is a truly international system for the communication of ideas and concepts, and has developed over many thousands of years through contributions by scholars of both ancient and present-day cultures around the world. Mathematics B aims to provide the opportunity for students to participate more fully in lifelong learning and to appreciate that Mathematics is a:

Unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty

Way of thinking in which problems are explored through observation, reflection and logical, inductive or deductive reasoning

Powerful, concise and unambiguous symbolic system with written, spoken and visual components

Creative activity with its own intrinsic value, involving invention, intuition and exploration


The Mathematics B course consists of seven core topics:

Introduction to functions

Rates of change

Periodic functions and applications

Exponential and logarithmic functions and applications

Introduction to integrations

Applied statistical analysis

Optimisation

Assessment




Communication and Justification (C&J or JACS)

Assessment each Semester Weighting for Assessment Item Time Criteria Semester

Mid Semester Test Part A 60 min (KAPS, C&J) KAPS, MAPS, C&J 1/3 Part B 60 min (MAPS, C&J)





Students need to consult the QTAC Tertiary Prerequisite booklet to determine what Maths subject is required for entry (and likely success) into tertiary courses. This subject would be a preferred subject for students tertiary bound.



Mathematics C (MAC)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: B in Year 10 Extension Mathematics


Mathematics is an integral part of a general education. It enhances understanding of the world and the quality of participation in a rapidly changing society. It is a truly international system for the communication of ideas and concepts, and has developed over many thousands of years through contributions by scholars of both ancient and present-day cultures around the world. Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence of students in mathematics beyond the scope of Mathematics B, to build on and combine many of the concepts introduced in Mathematics B, and to provide further opportunities for students to participate more fully in lifelong learning.


The Mathematics C course consists of core and option topics.

The six core topics are:

Introduction to groups

Real and complex number systems

Matrices and applications

Vectors and applications

Calculus

Structures and patterns.

The elective topics of Dynamics and Advanced Periodic and Exponential Functions will supplement the course.

Assessment




Communication and Justification (C&J or JACS) Assessment each Semester Weighting for Assessment Item Time Criteria Semester Mid Semester Test Part A 60 min (KAPS, C&J) KAPS, MAPS, C&J 1/3

Part B 60 min (MAPS, C&J)





Students need to consult the QTAC Tertiary Prerequisite booklet to determine what Maths subject is required for entry (and likely success) into tertiary courses. This subject would be a preferred subject for students tertiary bound.



Prevocational Mathematics (PVM)


Prevocational Mathematics is designed to help students improve their numeracy by building their confidence and success in making meaning of mathematics. It aims to help students overcome difficulties with, or negative attitudes towards mathematics, so that they can use mathematics efficiently and critically to make informed decisions in their daily lives. Numeracy is more than being able to operate with numbers. It requires mathematical knowledge and understanding, mathematical problem-solving skills, literacy skills and positive beliefs and attitudes. When students become numerate they are able to manage situations or solve problems in real contexts such as everyday life, work or further learning.


During the course of study, students experience a broad range of mathematical concepts drawn from the five topics outlined in the Prevocational Mathematics Study Area Specification:

Number

Finance

Data

Location and Time

Measurement These topics are themed in Semester units.

Semester 1 Fundamental number skills

Semester 2 Local and State travel

Semester 3 Leaving home

Semester 4 Cars/mobile phones/world travel These topics are studied, not as stand-alone units, but in combination and in contexts that are meaningful to students.

Assessment

During the course, a student’s performance will be assessed on three criteria

Knowing

Applying

Explaining Assessment tasks occur throughout the two years of study and reflect the range of student learning experiences. Tasks could include using mathematical instruments, short reports (either oral or written), investigations, explorations, visual presentations and assignments.


Students need to consult the QTAC Tertiary Prerequisite booklet to determine what Maths subject is required for entry (and likely success) into tertiary courses.



Science

Year

11 a

nd

12

Y

ear

10

Science

Studied by all students (Except students who study

Science Extension in Semester 1 and Physical Science, and/or Chemistry & Biology for Life in

Semester 2)

Science in Practice


Biological Science

Authority

Chemistry

Authority

Physics

Authority

Chemistry and Biology for Life

Semester 2 only

Elective

(For entry into Chemistry

and/or Biology)

Science Extension

Semester 1 only

Invitation only

Physical Science

Semester 2 only

Elective

(For entry into Physics)



Biological Science (BSC)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: B in Year 10 Mandatory Science or a C in Year 10 Chemistry and Biology for Life


Biology is concerned with the study of the living world. It encompasses studies of the origin, development, functioning and evolution of living systems, and the consequences of change in those systems. Biology provides students with an insight into the ways in which scientists investigate problems pertaining to the living world and the processes of science which lead to the discovery of new knowledge. It provides students with a deeper understanding and enhanced appreciation of the living world. The Biology course enables students to develop the skills and thinking processes involved in the acquisition, use and communication of biological understanding, and to apply their understanding to appropriate problems. Biology is less mathematical and more descriptive than Chemistry and Physics. It involves a considerable amount of reading and critical analysis.


Year 11 Units

Fundamental Biological Concepts

Ecology

Systems Within Organisms

Reproduction

Year 12 Units

Adaptations and Homeostasis

Genetics

Evolution

Disease Assessment

Assessment tasks used in this subject include written tests, in-class essays, field excursions and extended experimental investigations. Exit Levels of Achievement are based on each student’s performance in the dimensions of Understanding Biology, Investigating Biology, and Evaluating Biological Issues. Information from mostly Year 12 assessment tasks form the basis for judgement of student performance that contributes towards their OP.


The career paths are many and varied. Some of the areas where students will find Biology useful include Medical Sciences, Nursing, Sports Sciences, Physiology, Naturopathy, Maritime Operations, Environmental Sciences, Botany, Agricultural Sciences, Zoology, Veterinary Science and Education.



Chemistry (CHM)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: B in Year 10 Mandatory Science or a C in Year 10 Science Extension and C in Year 10 Chemistry and Biology for Life. Students intending to study Chemistry are very strongly advised to also study Mathematics B.


Chemistry can be defined as the study of matter and its interactions. It includes Physical Chemistry which is the study of the structure and transformation of matter and the relationship between energy and matter; Biochemistry which is the study of the materials and processes in organisms; Organic Chemistry which is the study of carbon compounds; Inorganic Chemistry which is the study of those substances which are not organic; and Nuclear Chemistry which deals with the changes in the nuclei of atoms. Chemistry provides an understanding of the material world and the processes that underpin life itself.


Year 11 Units

Introduction- The Elements of Life

Stoichiometry

Gases

Under the Sea

Organic Chemistry and Energy

Year 12 Units

Batteries and Rusting

Wine Science

Swimming Pool Chemistry

Analytical Chemistry

Assessment

Assessment tasks in this subject include written tests, research reports, and extended experimental investigations. Exit Levels of Achievement are based on each student’s performance in the dimensions of Knowledge and Conceptual Understanding, Investigative Processes, and Evaluating and Concluding. Information from mostly Year 12 assessment tasks form the basis for judgement of student performance that counts towards OP.


Chemistry is either a pre-requisite or a recommended pre-requisite for many science courses at tertiary level. Some tertiary courses in which students will find Chemistry useful include Medical Sciences, Engineering, Nursing, Dentistry, Optometry, Sports Physiology and Education. It is also extremely useful for the Food Industry, Technical Traineeships and double degrees incorporating science e.g. Science-Business and Science-Law.



Physics (PHY)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: B in Year 10 Mandatory Science and Extension Mathematics and / or a minimum of a C in Year 10 Science Extension or Physical Science. Students intending to study Physics are very strongly advised to also study Mathematics B.


Physics is concerned with the discovery, measurement and explanation of the properties and interactions of matter and energy. It includes Kinetics which is the study of motion; Mechanical Interaction which is the study of force and energy, and the collision of bodies; Periodic Wave Motion which is the study of simple harmonic motion, waves and orbiting satellites; Thermal Physics which includes electricity and electronics; Electromagnetism which is the study of light and optics; and Nuclear Physics which deals with changes in the nuclei of atoms. Physics establishes a fundamental understanding of the natural world and applies this knowledge to other disciplines such as engineering and communication.


Year 11 Units

Powering Our Society

Moving Our World

Living in a Material World

Communicating With a Wave

Year 12 Units

Wright Into Space

Motors & Generators

Physics that Changed Our World

The Atomic Age

Assessment

Assessment tasks in this subject include written tests, research reports, experimental investigations folios and extended experimental investigations. Exit Levels of Achievement are based on each student’s performance in the dimensions of Knowledge and Conceptual Understanding, Investigative Processes and Evaluating and Concluding. Information from mostly Year 12 assessment tasks form the basis for judgement of student performance that contributes towards their OP.


Physics is strongly recommended for study in many tertiary courses including Electronics, Engineering, Radiography, Medicine, Optometry, Surveying and Veterinary Science. It is also extremely useful for Aviation, Navigation and Technical Traineeships.



Science in Practice (SCP)


Science in Practice is designed for those students who have an interest in or need for a Science subject in Years 11 and 12 and do not wish to or need to study the separate courses of Biology, Chemistry or Physics. It incorporates aspects of the major areas of Science and provides students with a general Science education to work in the service industries or take up an apprenticeship. Students are required to adopt an investigative approach, with lots of practical work and activities, to prepare them for the world of work and a future in which Science is recognised as essential for twenty-first century living.


Year 11 Units

Forensic Science

Microbes in Food

Natural Disasters and Human Impact

Social Drugs and Their Impacts

Year 12 Units

Energy - A Burning Issue

Water Quality and Marine Ecology

Lifestyles of the Well and Not so Well

Mining in Australia

Assessment

Assessment tasks used in this subject include written tests, field excursions, investigations, and projects. Exit Levels of Achievement are based on each student’s performance in the dimensions of Knowing and Understanding, Analysing and Applying, and Planning and Evaluating. Information from mostly Year 12 assessment tasks form the basis for judgement of student performance that counts towards the achievement level awarded.


Science in Practice is appropriate for Humanities, Social Science and Commerce students to provide a balanced extension of their course and an overview of science and technology issues. It is also suited to less academically minded students who are on a vocational path, to work in the service industries or take up an apprenticeship. Some areas of employment in which students will find Science in Practice useful include Laboratory Manager, Wildlife Carer/Animal Breeder, Hairdresser, Food Process Worker, Environmental Health Officer, Dental Assistant, Fitness Instructor, Gardener, Green Keeper, Fisheries Inspector, Park Ranger, Ecotourism Guide, Miner (Open-Cut And Underground) Museum Guide and various trades.



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Social and Community

Studies


Tourism Studies


History

World War II (1939 -1945)

Rights and Freedoms (1945 – Present)

Popular Culture (1945 – Present) Ye

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Ancient History

Authority

Social Sciences

Modern History

Authority

Study of Society

Authority



Ancient History (AHS)

Authority Subject (OP) QCE Credits 4 Academic Pre-requisite: C in Year 10 History and Year 10 English


Ancient History aims to capitalise on students’ curiosity about the human condition, which encompasses the areas of spirituality, culture, politics, power, conflict and change. Each area of study has been anchored firmly in one or several themes, which in turn are linked to a particular society or time in history.


Semester 1: Studies of Archaeology

Archaeological case studies

Study of Pharaonic Power in Egypt

Studies of Funerary belief and practices in Egypt, Mycenaean Greece, Etruria and China

Semester 2: The Greek World

The Minoan and Mycenaean Ages and their legacies

The Road to Democracy

The Age of Pericles

The Impact of the Supremacy of Macedonia on the Greek World

Studies of the achievements of the Arts & Technologies, Innovations & Inventions in Greece

Semester 3: The Roman World

The Etruscans and the Foundation of Rome

The Rise and Fall of the Roman Republic

The Principate of Augustus

The Julio-Claudian Emperors

Personalities in History

Semester 4: Ancient Asia

Elements that shaped, and the development of, government and administration in Ancient China compared to Ancient India

The nature, role and influence of religious and philosophical thought in Ancient India compared to Ancient China

Assessment


Planning and using an Historical Research Process

Formulating Historical knowledge through Critical Inquiry

Communicating Historical knowledge

Throughout the two years a variety of assessment techniques will be used including: extended written responses to historical sources, response to stimulus tests, multi-modal presentations and written research tasks.


Ancient History develops the fundamental skills of reading, writing, listening, note-taking and recall. These underpin the more advanced skills of analysing, synthesising and critically evaluating information sources. Ancient History incorporates many of the Common Curriculum Elements and contributes to success in the written components of the Queensland Core Skills Test. The subject may be pursued further at Tertiary level or it may provide a solid foundation for any occupation in which advanced literacy skill is a requirement.



Modern History (MHS)



Modern History aims to increase students’ understanding of why the modern world is the way it is. This subject enables students to investigate the process of change that has shaped today’s world and the roles people have played in this. Studying Modern History empowers students by providing contexts, meanings and explanations for their lives, as well as helping them to live more effectively as global citizens.


Semester 1 The History of Ideas and Beliefs

Here Today, Gone Tomorrow - Ideas that Shaped the World

British Imperialism in India or Indonesian Imperialism in East Timor

Totalitarianism - The Nazi State

Semester 2 Studies of Power

What Makes a Powerful Person Powerful?

Case Study - Mao Zedong

Resistance to Power

Semester 3 Studies of Conflict

The Cold War - The Cuban Missile crisis

Individual Investigation - The Cold War

The Arab/Israeli Conflict

Semester 4 Studies in Diversity

Introduction to Tolerance and Intolerance

Independent Inquiry

Immigration and Multiculturalism in the 20th and 21st Century

Assessment


Planning and using an Historical Research Process

Formulating Historical Knowledge through Critical Inquiry

Communicating Historical Knowledge

Assessment instruments used over the two years include:

Response to stimulus tests / Objective, short answer response

Essay tests

Written assignments

Multi-modal presentations


Modern History develops the fundamental skills of reading, writing, listening, note-taking and recall. These underpin the more advanced skills of analysing, synthesising and critical evaluation and reflection. Modern History incorporates many of the Common Curriculum Elements and contributes to success in the written components of the Queensland Core Skills Test. The subject may be pursued further at tertiary level or it may provide a solid foundation for any occupation in which advanced literacy skill is a requirement.

Inquiry research based



Study of Society (SOS)



Study of Society uses the disciplines of Sociology, Social Psychology and Cultural Anthropology to help students better understand themselves, other individuals, groups and institutions within society and across cultures. This subject explores the interaction between motivation and behaviour.

During the course of study, students are encouraged to ask critical questions about issues, contexts, assumptions, implicit values and differing world views. Inquiry skills and processes developed in Study of Society assist students to function effectively and independently in a rapidly changing world.


The course is organised under four themes:

Semester 1: What Shapes the Individual?

Socialisation of individuals

Effects of depriving individuals of group influence

Nature vs. Nurture debate

Maslow’s Hierarchy of Needs

Semester 2: How Is Social Behaviour Viewed?

How people arrive at different points of view

How attitudes and values change

Cultural differences – a case study

Social / cultural change and its causes

Social / cultural change in Australia

Semester 3: Who Gets What and Why?

Social difference and status in Australian society

Inequality in Australia / Social Inquiry

Groups disadvantaged by social difference

Global comparisons with Australia

Semester 4: Who Is In Control?

Government and Law as elements of social control

Politics and Law in Australian society

Social Action – lobby groups, ideology and social change

Power, Social Control and Change

Assessment

During the course, a student’s performance will be assessed on three criteria: Knowledge and Understanding, Critical Processes and Communication.

Throughout the two years a variety of assessment techniques will be used including class tests, essays, multi-modal presentations and inquiry-based research tasks. Students will gain valuable skills when designing and obtaining raw data including surveys, interviews and investigations.


Study of Society develops the fundamental skills of reading, writing, listening, note-taking and recall. These underpin the more advanced skills of analysing, synthesising and critically evaluating information sources. Study of Society incorporates many of the Common Curriculum Elements and contributes to success in the written components of the Queensland Core Skills Test.

Many aspects of this course may be pursued further at tertiary level or it may provide a solid foundation for any occupation in which advanced literacy skill is a requirement.



Social and Community Studies (SCT)


Social and Community Studies is an Authority Registered subject. The course is directed toward students who wish to study the world around them and their local community. This course is about creating an understanding of the people and industries that form communities.

Although Social and Community Studies is a non-OP subject, it is demanding of students’ time and involvement. Choosing this course requires completion of an assortment of assessment items including oral presentations.

Students are given the opportunity to focus on issues that are relevant and interesting and provide skills which will enhance their own participation in society.


Semester 1:

Into Relationships

Today’s Society Semester 2:

Australia’s Place in the World

Science and Technology Semester 3:

Money Management

The World of Work Semester 4:

Legally, it could be you

Assessment

During the course, a student’s performance will be assessed by a combination of the following: Class tests/exams, a portfolio of tasks, multi-modal presentation, brochure and media release or web page, individual written report, oral presentation, group presentation.


Social and Community Studies is about understanding and managing yourself, relationships and understanding community. It is practical, about real life issues and relevant to young people. Through this subject students develop important life skills that help them engage and participate in local, regional and global communities.



Tourism Studies (TMS)


Tourism Studies is an Authority Registered subject. Students undertake a course of study that is designed to enable them to gain an understanding of the role of the tourism industry and the structure and operation of the related tourism sectors of travel and hospitality. The subject is designed to provide students with a variety of intellectual, technical, operational and workplace skills. Although Tourism is a non-OP subject, it is demanding of your time and involvement. Students who do this course must participate in community work and projects as these are a key part of the assessment program, especially in Year 12.


Semester 1

Introduction to Tourism

Tailoring the Travel Experience Semester 2

Theme Parks and Attractions

Niche Tourism Semester 3

Employment and Employability

Procedures and Protocols Semester 4

World Tourism

Assessment

During the course, a student’s performance will be assessed by a combination of the following: Multiple choice, short response and response to stimulus exams, oral presentations, role plays, resumé, reports, brochure and folios.


Tourism Studies is about understanding and managing yourself, relationships and the development of skills and qualifications to assist you in obtaining work in or around the tourism industry.



Dance

Dancing in Style Dance Foundations Y

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Drama

Authority

Drama

Drama in Our Lives The World of Drama

Media Arts

Corporate Image Introduction to Film

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Dance

Authority

Film, Television and New Media

Authority

Signature Music

Vocal Music

Arranging

Music

Rock Music

On the Stage

Music

Authority

Music Extension

(Year 12 Only)

Authority

Visual Arts in Practice


Visual Arts

Authority

The Arts

Visual Arts

Australian Art and Design

Beyond Reality



Dance (DAN)

Authority Subject (OP) QCE Credits 4 Academic Prerequisite: C in Year 10 English No previous dance experience is needed, although it is beneficial to have studied Dance in either Year 9 or 10 or at a private studio.


Dance gives students an opportunity to convey ideas, images and feelings using the human body as an instrument of communication. It allows them to broaden their knowledge of the study of Dance and its many styles. Assessment is spread evenly across three organisers – Choreography (making dance), Performance (showing dance) and Appreciation (responding to and understanding dance). It is a developmental course with an increasing complexity of dance skills and concepts across the two years. Students will view at least one live performance each year and be provided with the opportunity to work with professional dance companies/artists. Additional time will also be needed for group tasks and out-of-school rehearsals.


A variety of dance styles and contexts are studied, including (as per the Syllabus) the compulsory 20 hours of contemporary dance in Year 11 and 55 hours in Year 12. Year 11

Up in Lights – Musical Theatre

Dance Evolution – Ritual, Classical Ballet and Contemporary dance

Ground Rules – Lyrical Hip Hop Year 12

Move to the Beat – Popular dance – Hip Hop

Taking Risks – Dance on Film

Unconstrained – Student choice of genre and assessment

Assessment

In Year 11, students will complete six assessment tasks - two choreography, two performances and two appreciations - in a variety of group and individual contexts. In Year 12, the emphasis is on individual assessment for Choreography, Performance and Appreciation, with two extended written assignments. Students will complete seven tasks – two in each of the organisers prior to October verification and the last one as a student choice to selectively update their overall mark.


This subject is designed to not only prepare students for further tertiary study in Dance, but also develops skills that are relevant to careers requiring high levels of discipline, creativity, team work, communication and presentation skills such as Education, Design, Psychology, Marketing, Arts Education, Community and Cultural Development and Event Management.



Drama (DRA)

Authority Subject (OP) QCE Credits 4 Academic Prerequisite: C in Year 10 English It is strongly recommended that students study Authority English (not English Communication). No previous drama experience is needed, although it is beneficial to have studied Drama in either Year 9 or 10.


Drama is a challenging and creative subject that develops a student’s ability to understand complex social issues, human nature, relationships and self-identity. In working through themes and issues in classroom activities and assessment tasks, students explore values and ethics and find ways to symbolically represent their own ideas and feelings. There is a balance of assessment across the three dimensions - Forming (creating drama), Presenting (acting on stage) and Responding (analysing and evaluating drama). Students will view, and be assessed on, live Drama performances by professional companies. These visits will take place in the student’s own time and will incur a fee. Additional time will be needed to prepare for public performances and group assessments.


A range of dramatic styles and genres are studied from both World and Australian contexts, with complexity and content increasing over the two years.

Year 11

Encounter the Old – Greek Theatre chorus work

Enter the Globe – Shakespearean Theatre and Australian Gothic Theatre

Exalt the Theatre – response to live, professional theatre

Explore the Role – Theatre of Realism

Year 12

Examine Your World – Brechtian Theatre

Expand Your Horizons – 20th century practitioners and styles

Expose Your Skill – public presentation of a full class performance

Experience Theatre – response to live, professional theatre

From the Inside Out – exploration of the audition process

Assessment

In Year 11, students will complete seven assessment tasks - two forming, three presenting and two responding - in a variety of group and individual contexts.

In Year 12, students will complete six assessment tasks prior to verification in October – two forming, two presenting and two responding. In the last unit, students may choose from any of the three organisers in an effort to selectively update their overall mark.


This is an academic subject that prepares students for university entry.

Drama develops skills that are relevant to careers requiring high levels of discipline, creativity, team work, communication and presentation skills, whether it is in the Performing Arts industry or in professions such as Law, Communications, Marketing, Education, Community and Cultural Development, and Event Management.



Film, Television and New Media (FTM)

Authority Subject (OP) QCE Credits 4 Academic Prerequisite: C in Year 10 English It is strongly recommended that students study Authority English not English Communication.


Film, Television and New Media gives students the opportunity to think, create and question the media-dominated world in which we live.

Assessment is spread evenly across the three organisers – Design (creating concepts), Production (making media) and Critique (analysing and evaluating media).

Additional time will also be needed to film, edit and complete assessment tasks.

Students will be provided with the opportunity to work with professional technicians and/or view commercial films both in and out-of-school hours. These will incur a fee.


Units of study are based on a developmental understanding of the media through five key concepts:

The technologies that create meaning in media production

The representations in constructing and creating meaning from media

The audiences who make meanings from media productions and who productions are made for

The institutions that enable or constrain media production

The languages that create meaning in media productions

Unit topics include:

Year 11

Introduction to Screen Languages

Narrative Structure

Documentary, Docudrama and Current Affairs

Media Institutions, Convergence and Censorship

Year 12

Auteur Theory

Evolution of American Cinema

World Cinema

Australian Cinema

Assessment

Assessment tasks include a broad range of practical and written tasks such as:

Design – film treatment, scripts, storyboards, pre-production, research, publicity and marketing designs

Production – video clips, television programs, experimental films, documentary, multimedia and film trailers

Critique – reviews, extended written responses, tests, research essays and oral presentations


This subject is designed to prepare students for further tertiary study in Film, Television and Media.

It develops skills that are relevant to a wide range of media careers including Journalism, Public Relations, Advertising, Marketing, or Film and Video Production.



Visual Arts (ART)

Authority Subject (OP) QCE Credits 4 Academic Prerequisite: C in Year 10 English It is strongly recommended that students have studied Visual Arts in Year 10.


Visual Art requires students to seek creative solutions to complex design problems, to think divergently and to use higher order learning skills to communicate ideas. As designers, artists and craftspeople, students:

develop solutions to problems by making artworks

learn new techniques and processes in a broad range of visual art media

analyse and research the work of other artists Students are required to attend all excursions to art galleries as these provide the stimulus for making and appraising tasks. There will be a fee for these excursions.


Visual Art uses the Inquiry Learning Model (researching, developing, resolving and reflecting upon artworks) enabling multimodal thinking and individual responses. Year 11

Identity: Characteristics and Culture

Environment: Natural and Urban

Technology: Time and Change Year 12

Semiotics: Signs, symbols, text and sound

Synergy: Multiple layers of meaning

Extension: Folio OR written

Assessment

Year 11 is a developmental year where students engage with teacher-directed concepts, selected focuses and a variety of media areas and concepts. In Year 12, the course focuses on specialisation where students develop an individual approach to create two bodies of work that are significantly different in concept or focus. Assessment is spread evenly across the three organisers – Visual Literacy (creating and communicating meanings), Application (construct meaning and explore techniques) and Appraising (analysing and evaluating artworks).


Arts studies provide invaluable preparation for many vocations including Architecture, Teaching, Marketing, Business, Interior Design, Communication Design, Film and TV, Photography, Multimedia, Fashion, Performing Arts and Landscape Gardening. Students wanting to continue their Arts studies at university or TAFE are advised to also choose the SAS subject Visual Arts in Practice to further enhance their portfolio.



Visual Arts in Practice (VAP)


This is a practical subject that emphasises the place of the art practitioner, giving students an understanding of the varied roles possible in the creative arts industry by becoming involved in a range of school and community design projects.

Students will explore and create:

2 Dimensional artworks

3 Dimensional artworks

Design

Digital art


Students explore and apply practical design techniques, processes and technologies both individually and in groups - 4 units per year. Year 11

2D Printmaking: Harmony Day

Design Project: Recycled Furniture

2D/3D Fantasy Unit: Digital, Painting and Sculpture

Arts Night Advertising and Exhibition Year 12

School Musical Production: Set, Costume and Hair/ Make-up Design

2D Printmaking: Music Festival Poster and T Shirt

Environmental/Global Issues Folio: Digital, Painting and Sculpture

Business Design Project: Business Card, Product and Packaging

Assessment

Assessment is in three areas –

Knowing and understanding: demonstrate knowledge of visual art concepts and ideas by constructing meaning from spoken, written and visual texts

Applying and analysing: apply and analyse art making processes for specific design purposes and functions both individually and in groups

Evaluating and creating: make judgements and decisions about art making plans and processes for particular purposes

Assessment instruments will be determined by the particular project/production in focus but would include short responses, practical demonstrations and performance/design folios.


Students are encouraged to work towards becoming artist-practitioners with the skills, creativity and professionalism to continue studies in the Visual Arts at university or TAFE or use these transferable skills towards the development of other work roles. The opportunity may arise for students to work on school projects with visiting artists and professionals in the wider community.



Music (MUS)

Authority Subject (OP) QCE Credits 4 Academic Prerequisite: C in Year 10 English It is strongly recommended that students have studied Music in Years 8, 9 and 10 or have had private tuition.


Music contributes to learning through the development of skills such as memory, coordination, concentration and inventiveness. It gives students an opportunity to play and sing music, to create their own compositions and to learn to listen to and understand a variety of musical styles.

Assessment is spread evenly across the three organisers – Composition (creating music), Performance (playing music) and Musicology (deconstructing music).

Students may be provided with the opportunity to work with professional musicians and/or view live performances both in and out of school hours. These will incur a fee. Additional time will also be needed for individual practice and group rehearsals.


Over the two year course, students will compose and perform music and analyse repertoire around the following units: Year 11

Theoretically Speaking

Conflict

The Patriots Year 12

Aussie Talent

Film Music

The Giants (negotiated task to selectively update one of the three organisers)

Assessment

In Year 11, students will complete six (6) assessment tasks - two compositions, two performances and two musicology tasks - in a variety of group and individual contexts. In Year 12, the emphasis is on individual assessment. Students will complete two composition tasks, two performance tasks and two musicology tasks prior to October verification, and a final student choice assessment task to improve their overall mark.


This subject is designed to prepare students for university entry and careers in Performance, Musicology, Teaching, Conducting, Advertising, Sound Technicians, etc.



Music Extension (Year 12 Only) (MUX)

Authority subject (OP) QCE Credits 2 Academic Prerequisite: B standard or above in Year 11 Music Concurrent enrolment in Year 12 Music


Music Extension is a one year course for Year 12 students with specific abilities in music. It is designed for students interested in exploring in greater depth one of the three areas of specialisation: Composition, Musicology or Performance. The aim of the course is to develop students’ music abilities at a more challenging and exacting level than that offered by the parent Senior Music syllabus. At the conclusion of the course, students should be able to demonstrate achievement at an advanced level in their chosen area of specialisation.


Discussing and experimenting with music ideas

Researching contexts, genres and styles

Researching performance practices

Deconstructing and evaluating other people’s compositions, musicological presentations and performances

Compiling a folio of your own and other’s music ideas

Rehearsing, critiquing, refining and reflecting on your own developing work

Developing audiation and an individual style

Performing to a live audience

Assessment

Investigating task: Students research, explore, analyse and synthesise evidence from a range of

music sources such as scores, audio and visual recordings, live performances, case studies, essays, lectures and journals and present findings as an extended written response, oral or multi-media presentation.

Realising task: Students develop and express music ideas for an audience by participating in solo or ensemble performances, drafting and editing compositional works or exploring different viewpoints about a musical hypothesis.

Extension Music is taken in lieu of another senior subject and requires 55 hours per semester. Students will meet with the teacher one lesson a week (Wednesday, period 4) and must be able to work independently in the other two lessons.


This is an academic subject that prepares students for auditions and university entry and careers in Performance, Composition, Musicology, Teaching, Conducting and Music Therapy.



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FSK 20113

Certificate II

in Skills for Work and Vocational Pathways

Work Education



Certificate II - Skills for Work and Vocational Pathways (VSW)

VET Certificate (Non OP) QCE Credits 4 FSK 20113 Craigslea State High School RTO 30377


Certificate II in Skills for Work and Vocational Pathways is designed for individuals who require further foundation skills development to prepare for workforce entry or vocational training pathways. This course is suitable for individuals who are seeking:

A pathway to employment and vocational training

Reading, writing, numeracy, oral communication and learning skills at ACSF Level 3

Entry level digital literacy and employability skills

A vocational training and employment plan

This qualification has been developed to meet the needs of entry level persons entering the workforce. These people will need to have some initial understanding of workplace culture and of general workplace practices. In simple terms, it is designed to give students the knowledge and skills they will need to make a positive impression when they first enter employment.


To attain the certificate, competency in all vocational modules as outlined below must be achieved:

FSKDIG03 Use digital technology for routine workplace tasks

FSKLRG09 Use strategies to respond to routine workplace problems

FSKLRG11 Use routine strategies for work-related learning

FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work

FSKNUM15 Estimate, measure and calculate routine metric measurements for work

FSKOCM07 Interact effectively with others at work

FSKRDG10 Read and respond to routine workplace information

FSKWTG09 Write routine workplace texts

FSKLRG10 Use routine strategies for career planning

FSKNUM21 Apply an expanding range of mathematical calculations for work

BSBWHS201 Contribute to the health and safety of self and others

BSBWOR204 Use business technology

SITHCCC003 Prepare and present sandwiches

SITXFSA101 Use hygienic practices for food safety

Assessment

Craigslea State High School is the Registered Training Organisation for this course. Students complete competency-based tasks for each competency. Assessment in this course is competency-based. Results for each unit of competency will be recorded as Competent or Not Yet Competent.


Combined with additional further study which is available through registered training providers, a variety of career pathways are available in many industries. On successful completion of all required competencies, four QCE credits will be awarded towards the Queensland Certificate of Education.



Senior School Core Skills Development Program (CSD)

Mandatory Subject for all students who are eligible for an OP Course Outline (Topics)

The Core Skills Development Program is designed to assist students prepare for the Queensland Core Skills Test (QCST). This program focuses on literacy, numeracy and the methodology of answering QCS Test questions. Topics will include:

What is the QCS Test?

What is the Writing Task?

What is the Short Response Test?

What is the Multiple Choice Test?

What are the Core Curriculum Elements (CCEs)? Each topic will assist the students in developing the necessary strategies to plan for and complete each of these test components successfully.

Assessment

Year 12 students will complete a full practice QCS test in Term 2. This paper will be marked by external markers and individualised feedback will be provided to students.

Essential Skills Development Program (ESD)

Mandatory Subject for all students not enrolled in CSD QCE Credits 1 Course Outline (Topics)

The Links to Life program that our students complete during their Essential Skills Development lessons supports students in Years 11 and 12 to foster the development of their core skills for work, within an engaging context that is relevant to the interests of all senior school students. It affords the opportunity for senior students to further develop their literacy, numeracy and higher order thinking skills, within a framework that will support their successful participation in work. Further to this, the capacity to manage personal learning, to work together and to have respect for the cultural diversity of Australian society are all key elements that can be developed to strengthen the employability skills of young adults. Students who participate in this course will not only develop their core skills for work but will also benefit from an enhancement of a wide range of intrapersonal and interpersonal skills.

Topics will include:

Connecting to the World

Social Media

Cyber Safety

Contracts

Media Manipulation

The World Beyond our Own

Volunteering

Networking

Equality and Discrimination

Global Considerations

Assessment

In order to receive a passing grade students must attain a sound C level in all tests, complete a satisfactory C assignment, and complete all class work.



Special Education Program (SEP) In the Senior Phase of Learning all students work towards achieving the Queensland Certificate of Education (QCE) or Queensland Certificate of Individual Achievement (QCIA). SEP students and their parents/guardians receive support during the Senior Education and Training (SET) planning phase in Year 10 to make appropriate decisions about their pathway and subject choices.

Each student’s needs are determined on an individual basis and may change as the child matures and progresses throughout their schooling journey.

Services are dependent on funding and availability of staff and other resources.

Depending on the goals set for the student, access to the following subjects and support is available.

Senior Secondary School – Year 11 and 12

Queensland Certificate of Education (QCE) Pathway To be awarded a QCE, students must have at least 20 credits in the required pattern, and fulfil literacy and numeracy requirements. SEP students are monitored and supported to meet the demands of their course load. Qld Cert of Individual Achievement (QCIA) Pathway Some students with a disability will need to be supported more extensively through Years 11 and 12 and can therefore access a range of options on a QCIA Pathway. The QCIA recognises the achievements of students who undertake individualised learning programs. The certificate is an official record that students have completed at least 12 years of education, and provides students with a summary of their skills and knowledge that they can present to employers and training providers. Students on this pathway will participate in subjects tailored more specifically to their individualised goals. Lifelong Learning This subject is based on the ASDAN program which originated in the UK. It focuses on teaching skills for life and personal development. This is a self-paced course where students complete assessment based on their specific learning needs. SEP students are offered this course when it meets their particular developmental needs and goals. Tutorial Support Classes Where timetabling allows, students are able to access extra time and teacher assistance to meet the requirements of their subjects on a Qld Certificate of Education (QCE) pathway. This decision can only be made after an assessment of potential QCE points. Students on a QCIA pathway may also be able to access this support. Program Manager In order to facilitate effective communication between home and school, a teacher is allocated as Program Manager to monitor student progress and needs at school. This person is the first point of contact for parents/guardians who have any concerns. Program Managers also work closely with classroom teachers and students directly to support engagement and achievement in learning. Work Experience In the Senior Phase of learning, where appropriate, SEP students are given the opportunity to take part in work experience placements in order to build skills in preparation for employment. Support to engage appropriately in these placements can be provided, if needed, for certain students. Transition Planning Senior SEP students take part in transition meetings with their parents/carers, case manager and the DET Transition Officer in order to identify goals and strategies as they transition from school to post school lives. A Transition Plan is put in place to work towards these goals. For further information please contact the Head of Special Education Services



Please visit our website:

www.craigsleashs.eq.edu.au

http://www.craigsleashs.eq.edu.au/

subject information - craigslea state high school · will discuss senior subjects and possible...

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